The purpose of this type of writing is to take a specific position on a topic, and argue for its merits. Do not confuse this with argumentative essays, which will be covered in its appropriate tab. For further clarification, read both essays and note that argumentative essays make an argument in favor of a position over another, and will argue for its merits over the other position.
Examples of opinion writing are the editorials found in the op-ed section of the newspaper and personal blogs, which often opine on athletes, goings-on of celebrities, and political issues.
Transforming the Classroom: The Benefits of Digital Literacy
While Johann Gutenberg's creditor, Fust, was less than happy with the inventor of the printing press after Gutenberg ran up a huge debt, the printing press created a revolution that had a profound impact on society. There is no doubt that the digital revolution will as well, and it will change the way we live, including the way students learn and are taught in the classroom. The benefits of incorporating such useful technology and encouraging digital literacy in the classroom are vast.
First, encouraging digital literacy can facilitate learning. Information in the digital age is more easily accessible than ever. If a student had a question and the teacher was unsure of the answer, s/he would have to scour books and documents in libraries that may be hours away. With these vast databases available from any computer, it becomes possible for students to research by Internet and find the data they need instantaneously. Faster data retrieval enables quicker and more thorough research options for the students. Also, as Sara Bauer (2011) demonstrates in "When I Stopped Writing on their Papers: Accommodating the Needs of Student Writers with Audio Comments," she shows how her students became better and more productive writers by recording her comments by her smart phone. One of the benefits of audio comments were being able to use a format to conference with students without using up class time. Another was "that they felt more personally engaged in the process of receiving feedback" (p. 65). Also, audio comments were able to engage the writer with specificity that was lost in only written communication.
Digital literacy also engages students in a way that traditional methods do not. As Bauer noted above, the audio comments made the students more aware of the intent of the teacher's comments on their papers, as well as being able to give more insight and establish her meaning more clearly to them. As with traditional didactic formats, there are visual learners and auditory learners and even those that learn by doing. Having multiple ways of teaching students, many of which use computers at home or elsewhere, can help the teachers to get the students' attention in an increasingly busy world.
Lastly, technology can also enable the teacher to do things with students that would not otherwise be possible. The teacher can have video conferences with actual journalists, geologists, or directors who live at great distance from the classroom, and enable the students to get on the field experience. Even online classrooms are available to students who cannot make it to the brick and mortar classroom, and enable people who previously could not attend school have access to education. Coskie and Hornof (2013) set several useful guidelines for the classroom, such an ensuring that the time in front of the monitor is “purposeful...[by] setting limits...” (p. 55-6).
It is true that there are downfalls to technology, such as being a distraction to the students, having difficulties incorporating it in the classroom effectively, or even being counterproductive. To be sure, when the Gutenberg printing press first came out, in addition to the Bible, political tracts, and educational material getting published, there were scurrilous pamphlets (John Knox's The First Blast of the Trumpet Against the Monstrous Regiment of Women comes to mind), and other books that were not worth the turn of a page. Just as the printing press brought the good with the bad, so too does the digital revolution. Furthermore, technology is a reflection of the people who use it. It can be a useful, but it is a matter of whether the time and effort is taken to optimize its potential.
Despite trepidation against digital literacy, the benefits that this revolution has wrought upon us far outweigh the disadvantages. No matter the amount of worrying and handwringing, the classroom will ultimately transform. It is up to the teachers and professors to seize the opportunity to take advantage of the boon that technology offers. Works Cited Bauer, Sara. (2011). “When I Stopped Writing on Their Papers: Accommodating the Needs of Students Writers with Audio Comments.” English Journal, 101(2), 64-67. http://www.ncte.org/library/nctefiles/resources/journals/ej/1012-nov2011/ej1012when.pdf
Coskie, Tracy L., Hornof, M. Michelle (2013). "E-Best Principles- Infusing Technology into the Writing Workshop." The Reading Teacher, 67, 54-58 http://kirstiekay76.wikispaces.com/file/view
Examples of opinion writing are the editorials found in the op-ed section of the newspaper and personal blogs, which often opine on athletes, goings-on of celebrities, and political issues.
Transforming the Classroom: The Benefits of Digital Literacy
While Johann Gutenberg's creditor, Fust, was less than happy with the inventor of the printing press after Gutenberg ran up a huge debt, the printing press created a revolution that had a profound impact on society. There is no doubt that the digital revolution will as well, and it will change the way we live, including the way students learn and are taught in the classroom. The benefits of incorporating such useful technology and encouraging digital literacy in the classroom are vast.
First, encouraging digital literacy can facilitate learning. Information in the digital age is more easily accessible than ever. If a student had a question and the teacher was unsure of the answer, s/he would have to scour books and documents in libraries that may be hours away. With these vast databases available from any computer, it becomes possible for students to research by Internet and find the data they need instantaneously. Faster data retrieval enables quicker and more thorough research options for the students. Also, as Sara Bauer (2011) demonstrates in "When I Stopped Writing on their Papers: Accommodating the Needs of Student Writers with Audio Comments," she shows how her students became better and more productive writers by recording her comments by her smart phone. One of the benefits of audio comments were being able to use a format to conference with students without using up class time. Another was "that they felt more personally engaged in the process of receiving feedback" (p. 65). Also, audio comments were able to engage the writer with specificity that was lost in only written communication.
Digital literacy also engages students in a way that traditional methods do not. As Bauer noted above, the audio comments made the students more aware of the intent of the teacher's comments on their papers, as well as being able to give more insight and establish her meaning more clearly to them. As with traditional didactic formats, there are visual learners and auditory learners and even those that learn by doing. Having multiple ways of teaching students, many of which use computers at home or elsewhere, can help the teachers to get the students' attention in an increasingly busy world.
Lastly, technology can also enable the teacher to do things with students that would not otherwise be possible. The teacher can have video conferences with actual journalists, geologists, or directors who live at great distance from the classroom, and enable the students to get on the field experience. Even online classrooms are available to students who cannot make it to the brick and mortar classroom, and enable people who previously could not attend school have access to education. Coskie and Hornof (2013) set several useful guidelines for the classroom, such an ensuring that the time in front of the monitor is “purposeful...[by] setting limits...” (p. 55-6).
It is true that there are downfalls to technology, such as being a distraction to the students, having difficulties incorporating it in the classroom effectively, or even being counterproductive. To be sure, when the Gutenberg printing press first came out, in addition to the Bible, political tracts, and educational material getting published, there were scurrilous pamphlets (John Knox's The First Blast of the Trumpet Against the Monstrous Regiment of Women comes to mind), and other books that were not worth the turn of a page. Just as the printing press brought the good with the bad, so too does the digital revolution. Furthermore, technology is a reflection of the people who use it. It can be a useful, but it is a matter of whether the time and effort is taken to optimize its potential.
Despite trepidation against digital literacy, the benefits that this revolution has wrought upon us far outweigh the disadvantages. No matter the amount of worrying and handwringing, the classroom will ultimately transform. It is up to the teachers and professors to seize the opportunity to take advantage of the boon that technology offers.
Works Cited
Bauer, Sara. (2011). “When I Stopped Writing on Their Papers: Accommodating the Needs of Students Writers with Audio Comments.” English Journal, 101(2), 64-67. http://www.ncte.org/library/nctefiles/resources/journals/ej/1012-nov2011/ej1012when.pdf
Coskie, Tracy L., Hornof, M. Michelle (2013). "E-Best Principles- Infusing Technology into the Writing Workshop." The Reading Teacher, 67, 54-58 http://kirstiekay76.wikispaces.com/file/view
“Johann Gutenberg.” English Bible History. Retrieved from http://www.greatsite.com/timeline-english-bible-history/gutenberg.html